Locke was the first to develop with profundity and defend the thesis that we are all responsible for our believings, and that to do one’s duty with respect to one’s believings one must, at appropriate junctures and in appropriate ways, listen to the voice of Reason. Reason must be one’s guide. Locke had forebears and cohorts in this line of thought; I want not only to concede but to insist on this. Nonetheless, Locke was the great genius behind our modern (...) ways of thinking of rationality and responsibility in beliefs. And Locke’s vision became classic: for many, compelling; by some, contested; by no one, ignored. Locke, on this issue, is the father of modernity. (shrink)

In this lucid and penetrating book, Peter A. Schouls considers Locke's major writings in terms of the closely related ideas of freedom, progress, mastery, reason, and education.

Peter Schouls examines the role played by the concepts of freedom, mastery, and progress in Descartes' writings, arguing that these ideas express a vital and ...

Locke tells us that his purpose in An Essay Concerning Human Understanding is “to inquire into the original, certainty, and extent of human knowledge, together with the grounds and degrees of belief, opinion, and assent”. He provides a characterization of general human knowledge as universal truths in propositional form. In doing this he presupposes a striking doctrine about the “extent” of man's general knowledge, and he draws freely upon a theory meant to explain both the materials out of which this (...) knowledge is constructed and the way in which it is constructed. He holds that the “certainty” which characterizes general knowledge is obtained only if we proceed from the right materials or foundations in the right way, and that the right foundations themselves can only be obtained in one specific way. In this study I try to show how much more Cartesian Locke is than many commentators would allow. I argue that on Locke's own view the way to obtain the foundations for general knowledge is that of Cartesian analysis, and the way to construct general knowledge once these foundations have been obtained is that of Cartesian synthesis. (shrink)

There is still considerable debate among commentators about the extent to which Descartes intended to, or actually did, exercise the principle of methodic doubt. Basically, the debate is about the import of the word “all” in the opening sentence of the synopsis of the Meditations: “In the first Meditation I set forth the reasons for which we may, generally speaking, doubt about all things … ”. A. K. Stout and Willis Doney have argued that the thing to be doubted is (...) all knowledge to the extent in which memory plays a role in it. They attempt to show that Descartes is looking for a guarantee for the reliability of memory rather than for, say, a guarantee for the reliability of all clear and distinct ideas. Most commentators do not restrict methodic doubt in this way. For example, Alan Gewirth has recently suggested that sometimes Descartes even doubts the cogito. (shrink)

This new book describes the intellectual structure of modern science as a body of knowledge produced by the Cartesian method.

There are no intimate connections between Locke's political thought and his general philosophical position — that, at least, is the longestablished view, the accepted orthodoxy. Locke's Second Treatise of Government, so it is held, presents doctrines which are unrelated to, or perhaps even in conflict with, those of the Essay concerning Human Understanding.For contemporary students and scholars this view is firmly established through Peter Laslett's influential ‘Introduction’ to his edition of Locke's Two Treatises of Government.At the moment it receives powerful (...) support from a magisterial work by an author well known both as political theorist and as commentator on Locke: Richard Ashcraft's Revolutionary Politics & Locke's Treatises of Government. Ashcraft's reductive contextualism and his concomitant intentional neglect of certain philosophical dimensions of Locke's position would lead us to read the 2T more as a piece of parochial political propaganda than as a treatise of political theory. (shrink)

Within the limitations which I have set for myself ‒ namely, those of a discussion of the attaining of the foundations for general knowledge, and of the construction of general knowledge once these foundatio11s have been obtained ‒Professor Yolton agrees with my argument. His major concern consists in urging me to extend my thesis into the domain of knowledge of nature. The main question is whether the method I have argued is present in Locke's Essay can help account for particular (...) knowledge claims Locke might make in physics rather than in the realm of conceptual relations, in the realm of the mixed modes of mathematics, geometry, and morals. The difficulty I here face is stated unambiguously by Locke himself. (shrink)

On suppose généralement que Descartes fait jouer au libre vouloir un rôle secondaire par rapport à celui de la raison. Dans ce texte, j'avan cerai que sur certains points d'importance cruciale, c'est le libre vouloir cartésien qui possède la primauté sur la raison.

What did Immanuel Kant really think about love? This book is the first in-depth study of the concept of love in Kant's philosophy. It argues that love is much more important to Kant than previously thought, and that understanding love is actually essential for Kantian ethical life. Perhaps surprisingly, for Kant, love permeates human existence from the strongest impulses of nature to the highest ideals of morally deserved happiness.

Rogers places Locke’s arguments in the context of those who influenced him, those whom he influenced, and of the issues of his time which both motivated his thinking and were in turn affected by his writings. Among the major players introduced are Bacon, Boyle, Cudworth, Descartes, Hobbes, More, Newton, and Stillingfleet. Among the major issues are those which arose from contemporary science, from religion, and from politics.

Text with commentary of Ye-shes-rgyal-mtshan's Theg dgu spyi bciṅs kyi ʼgrel bshad nyi maʼi ʼod zer on general perspective of the philosophical concept of Buddhist doctrine.

Reviews the restricting consequences of older and newer forms of paternalism, in education, taking a historical perspective and offering a cohesive sustained.